Self Study Guide for Dental Assisting

G formal education continuing education or clinical

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preparation, e.g., formal education, continuing education or clinical experience. j. Date recognition/certification in cardiopulmonary resuscitation (CPR) expires 2. Using the format illustrated in Example Exhibit N, provide information requested for each dental assisting faculty member for each term of the academic year. (Note: If two or more classes are enrolled concurrently, each table should reflect the faculty member’s total time commitment per term). 3. Specify the number of full-time equivalent positions allocated to the dental assisting program. Are any faculty positions presently vacant? If so, please explain. 4. What percentage of full-time equivalent positions assigned to the program are filled by part-time faculty? What is the rationale for hiring part-time faculty? 5. Describe the mechanism utilized to determine teaching assignments. 6. State the institution’s policy on teaching load and how it is calculated, e.g., number of credit hours taught, number of contact hours, type and level of instruction, number of different preparations and the number of students. If the teaching policy for the dental assisting program is different from the institution’s general policy, please explain. 7. Describe the institution’s policy for release time for activities such as administrative duties, advising and counseling students, supervision of extramural clinical experiences and committee assignments. 8. What are the current faculty/student ratios during laboratory, preclinical and clinical sessions? 9. Describe the mechanism for coordinating instruction between dental assisting faculty members and other faculty who teach dental assisting students. 10. Does the institution offer a planned faculty development program? If so, describe the program including the procedures faculty must follow to participate. Is the plan financially supported by the institution? 11. Give examples of how dental assisting faculty have participated in the faculty development plan. (Include in-service programs available and meetings of professional organizations). 12. In what ways to full-time, part-time and volunteer program faculty participate in the decision-making process in matters relating to the continuous evaluation and development of the dental assisting program? Include the frequency and purpose of program faculty meetings. As an Exhibit, provide copies of faculty meeting minutes. 13. Describe the criteria used in evaluating full- and part-time faculty. Who determines the criteria and what input do faculty have in the process? 39
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14. How often and by whom are the program administrator and faculty evaluated and how are the evaluative data used? If the criteria used to evaluate the program administrator is different from that used to evaluate faculty, please explain.
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  • Winter '08
  • Kuntupis,C
  • Dentistry, The Commission, accreditation standards, Dental Assisting Education, Dental Assisting Education Programs

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